In teaching newcomer students, educators must envision how to provide opportunities for language use and development through age-appropriate content instruction. This article describes a design research study, in which we developed and piloted 5th grade science units and studied the participation of two newcomer students in sense-making…

This article draws from historical, political, theoretical, and practice perspectives that provide a comprehensive analysis of how bilingual teacher education programs have strategically navigated around and through anti-immigrant sociopolitical ideologies to survive the incessant attacks on Latinx student populations, notably in the two decades…

This study explores the development of academic language and discourse by third grade English language learners (ELLs) in the context of inquiry-based lessons taught in Spanish with a focus on student development of questioning skills during content-based instruction (Wadham, 2013). The qualitative, narrative study is guided by the following…

There is growing evidence that schools are not meeting the needs of emergent bilinguals who are falling behind in both academic language development and content knowledge learning. In response to this concern, this article proposes five research-based guidelines for promoting effective instruction for emergent bilinguals. In order to connect…